D1: Overview of Materials, Organisations and Gap Analysis

Transcription

Project no. 034595
SELF
Science, Education and Learning in Freedom
Instrument: SSA - Specific Support Action
Thematic Priority: IST-2005-2.5.5 – Software and Services
D1: Overview of Materials, Organisations and Gap Analysis
Workpackage 2
Due date of deliverable: November 2006
Actual submission date: <November 28th, 2006>
Start date of project:
July 1st, 2006
Duration:
2 years
Universitat Oberta de Catalunya
David Megias
Revision [final]
Project co-funded by the European Commission within the Sixth Framework
Programme (2002-2006)
Dissemination Level
PU Public
PP
X
Restricted to other programme participants (including the Commission Services)
RE Restricted to a group specified by the consortium (including the Commission Services)
CO Confidential, only for members of the consortium (including the Commission Services)
SELF Deliverable Report
November 2006 page 1 of 100
Table of Contents
1 About this document...............................................................................
.......................3
2 Introduction..................................................................................................
..................4
3 Overview of materials...................................................................................
.................6
3.1 Resource selection criteria....................................................................
.................7
3.2 Categories and subcategories...........................................................................
......8
3.2.1 Categories and subcategories for materials...................................................8
3.2.2 Documentation sites categories and subcategories.....................................15
3.3 Precedences of applications in the resources searching process........................16
3.4 Summary of the resource searching process.......................................................17
3.4.1 Materials searching process.........................................................................17
4 Gap analysis.......................................................................................
..........................21
4.1 Generic gaps.........................................................................................
................21
4.1.1 Resources structured as learning materials..................................................21
4.1.2 Migration to Free Software and Open Standards........................................22
4.1.3 Basic computer science for the general public............................................23
4.2 Specific gaps........................................................................................................
.23
4.2.1 Basics of Free Software and Open Standards advocacy.............................23
4.2.2 Educational applications..................................................................
............24
4.2.3 Enterprise applications........................................................................
.........24
4.2.4 Specific applications................................................................
....................24
5 Related organisations.....................................................................................
..............26
5.1 Initial targets...............................................................................................
.........26
5.1.1 Target groups for ISOC.nl..............................................................
..............27
5.1.2 Target groups for FUOC...........................................................................
....28
5.1.3 Target groups for FSFE................................................................................30
5.1.4 Target groups for UG.................................................................................
...30
5.1.5 Target groups for ISOC.bg...........................................................................31
5.1.6 Target groups for FVL..........................................................................
........32
5.1.7 Target groups for HBCSE and TIFR............................................................33
6 Conclusions..................................................................................................
................34
6.1 About materials found and their utility integrability to SELF project...............34
6.2 Documentation gaps already detected.................................................................34
6.3 Further work.......................................................................................
..................35
6.4 Reported gaps............................................................................................
...........35
6.5 Related organisations...........................................................................
................35
References...............................................................................................
.........................36
Appendix A reported resources...............................................................................
.........38
A.1 Template forms............................................................................
........................38
A.1.1 Materials form..........................................................................................
....38
A.1.2 Sites form..................................................................................
...................43
A.2 Reported materials....................................................................................
...........46
1 About this document
This document contains five main sections. After the introduction (Section 2), an
overview of the available materials is reported in Section 3. Section 4 presents an
analysis of the gaps detected after the search performed to produce the list in the
previous section. Section 5 summarises the list of related or targeted organisations
provided by the different partners and, finally, Section 6 provides the conclusions
obtained in Work Package 2.
2 Introduction
The Work Package 2 is focused on the obtention of a list of available learning
materials on Free Software and Open Standards, including as many applications as
possible. In the first step, a list of all materials candidates to be in this report was built.
In the next step, these candidates were filtered with a quality criteria.
The huge amount and the dispersion of the available educational and training resources
that fulfil to certain degree the requirements to be considered as candidates to be
included or reused in SELF platform impels to implant a well defined methodology of
searching, classifying and assessing these resources to ease the tasks of identifying
fields within Free Software or Open Standards not enough documented or not
documented at all and to determine whether it is worth to undertake the efforts required
to integrate these resources into the SELF platform. This document focuses and
justifies the methodology followed during the efforts made achieve these aims and the
results obtained.
The existence of specific Internet sites dedicated to gather collections of Free Software
documentation, as The Linux Documentation Project, drives to the need of treating
them as a whole into a separated database of repositories to be processed later. As a
result of this approach all the steps taken to inspect the existing materials are
duplicated and adapted to the inspection of this sort of sites and to register their
contents.
During the search of educational materials on Free Software and Open Standards,
hundreds of freely available materials were inspected and classified into different
categories and subcategories. This work had a primary value, detecting resources
suitable for their inclusion in the SELF platform after the necessary modifications. As a
side effect and added value, the results of the search allowed the identification of dark
spots, areas where the coverage of materials published under free licenses is poor or
clearly insufficient. Those areas are the main gaps that will be considered for further
research of available materials and eventually for the production of new materials
inside the SELF Project.
The overview of main gaps does not include many specific applications, but instead
tries to outline the most relevant lacks in existing materials relative to the objectives of
the SELF Project. Addressing generic problems in already existing resources is
considered more important than trying to cover every undocumented application, with
the due exceptions of applications that are widely spread, or that are considered of
special interest for the objectives of the SELF Project.
When considering the existing resources to identify poorly documented knowledge
areas, the point of view of different kinds of users must be taken into account, since in
some cases their necessities can differ to a great extent. As an example, the following
potential users of the SELF Platform would directly benefit if the main gaps outlined
in this document were covered:
●
An educational institution aiming to use Free Software and Open Standards for
their teaching needs. This includes a whole range of situations, from the case of
a single teacher looking for class notes and exercises to the implantation of an
institution-wide policy.
●
An individual user looking for self-training materials on a specific application.
An organisation facing a migration process from proprietary software and file formats
to Free Software and Open Standards, looking for training materials and migration
guides..
3 Overview of materials
This section has two main objectives. The first one is to expose the results achieved at
the present time towards the creation of a database of copyleft [1] licensed educational
and training materials already available, which can potentially be reused within the
SELF project. After reaching the first aim, the analysis of the resulting database leads
to the second aim: facilitating the detection of the present gaps of educational
resources about Free Software and Open Standards. Only the copyleft resources are of
the interest of the current Work Package, and the SELF project in general. Therefore,
only documents published under free licenses are mentioned in the present document.
In the introduction, some general considerations are made and the need of two different
databases is justified, one for materials themselves and another for sites (repositories)
which host collections of materials. The introduction is followed by the definition and
justification of the material selection criteria set. The next point is to build two lists in
order to classify both the applications (and standards) and the sites into categories and
subcategories. These lists constitute a framework to facilitate the searching task.
The assessment of the searching results is presented in a table using, as entries, the
categories and subcategories listed in the previous section. This form makes it easier to
show both how reliable the assessment of the availability of resources for each entry
is, and how valuable the resources known to SELF platform are. Obviously, the rate of
the second field is subject to its confidence degree, assessed in the first field.
In the conclusions section the results are globally assessed and suggestions about how
to improve their reliability are made, highlighting those categories or subcategories
that deserve further investigation regarding the existence of educational materials. The
resource lacks pointed out in this section will be used as the starting point to specify
the gaps of educational resources about Free Software and Open Standards, which is
one of the aims of the current Work Package.
Finally the forms reporting the most relevant materials and sites known are attached as
an appendix.
The awareness of the SELF main objectives regarding the gathering and production of
educational materials facilitates the comprehension of the document, therefore the
following quotations:
“[The SELF platform] will offer general information on Free Software applications and
technologies. This consists of accessible introductory information for non-technical
users describing the major Free Software applications, standards, and technologies and
related concepts.” [2]
“[The fourth and last specific project objectives is] to make the SELF platform selfsustainable by creating an active community of individuals and institutions (...) around
it.” [3]
3.1 Resource selection criteria
A well defined selection criteria set is necessary to succeed in the precess of materials
search. The following subsections establish the main aspects of these criteria according
to the SELF philosophy and principles.
It is obvious that during the search process some minor dilemmas can appear. It is left
to the researcher criterion to decide whether these materials can be a potential source
of information for the SELF platform or not.
If this dilemma were too frequent it would be desirable to review the materials
selection criteria to give a concerted answer to it. However, the suggested method has
been tested for enough time to assure that the given criteria will most likely be
sufficient to assess most of these materials.
Acceptable licenses
Due to the fact that all the materials produced within SELF will be licensed under
GNU (GNU Is Not Unix) Free Documentation License [4, 5], the most useful materials
from a licensing point of view are those distributed under this license.
All other copyleft licenses are also currently acceptable since their integrability into
the SELF platform has not been yet evaluated by the SELF Legal Group.
Formats and supports
Electronic support is preferred to other publication methods as it provides better
integration into the SELF platform.
Open standard formats are always preferable to proprietary formats, as they are not
specific application dependant. For proprietary formats a method must exist to convert
them into open formats (at least this could always be done manually).
Obsolete materials
Outdated technical materials are discarded, since their value is merely historic and they
lack of any didactic value.
Materials which are exposed to become outdated in a reasonably short period of time,
as troubleshooting guides or articles about the integration of a very specific
technology, are also discarded due to their special needs of maintenance.
Quality and contents assessment
Materials are selected according to their capabilities to fulfil both SELF platform
specifications and SELF platform audience didactic requirements. Consequently,
materials are required to have a minimal structure and a minimal quantity and quality
of contents.
Essay articles deserve separated consideration due to the fact that, although in most
cases they lack of didactic relevance, they can be extraordinarily useful as
complementary materials.
Documentation sites and outstanding materials
Although documentation sites contents must be registered as a whole into the
documentation sites database using the sites form, if any of their contents can be
considered a relevant material on its own it can be also entered into the materials
database as an independent entry.
3.2 Categories and subcategories
The following subsections list the categories and subcategories to be used both when
filling in the databases with located resources and when classifying the materials that
will be produced in the future, as a result of the SELF project efforts or independently.
Although considerable efforts have been made to classify as many educational
resources as possible while trying to keep a high level of detail, the categorising lists
remain open to modifications. These modifications would be justified, for instance, if a
representative group of resources is identified as omitted or when the amount of
resources classified into any “Others” section becomes too large.
3.2.1 Categories and subcategories for materials
Ten main categories have been suggested for the general classification:
SELF. Aimed to gather all the materials about the SELF platform and how it
works. A first collection of materials will be produced during the SELF project.
Introduction to Free Software and Open Standards. Materials related to the use
Free Software (FS) and Open Standards (OS). Introductory materials can be
combined with references to external essays and other documents. It is
considered of strategic importance to understand the main concepts and
philosophy behind FS and OS.
Open Standards. Materials that aim to disseminate the needs of using Open
Standards and their principles. The subcategories are the same used in the Work
Package 3.
Office Tools. This kind of software applications deserves a main category due
to the importance they have for most users.
Communication Tools. These tools constitute the other set of most frequently
used applications by most users and good skills using them are essential in the
current information society.
GNU/Linux. These systems are the most spread within the Free Software
community of users and profuse resources can be found on the Internet.
Other Operating Systems. Aimed to gather the materials devoted to the rest of
free operating systems.
Educational Software. This category is of the highest priority within the SELF
platform and special efforts will be devoted to ensure a proper set of
educational materials to document the available applications.
Enterprise Software. This kind of software constitutes another strategic
category to the SELF Project. The lack of documentation within this category
is widely known, probably due to novelty of these applications.
Multimedia Software. New technologies are also of strategic importance within
the SELF project since they are seen as new pedagogical means to achieve
educational aims.
Some subcategories, when considered necessary, have a number of keywords or a brief
explanation about the materials that fit into them.
Some entries have a list of possible applications or standards that fit into that category
or subcategory and which can be relevant to the SELF platform audience. They are not
intended to be exhaustive compilations of all the applications or standards that would
fit into a specific category or subcategory. They are just intended to highlight the
applications currently identified, and to be used as examples to classify other
applications by similarity. For the sake of effectiveness, applications and standards are
only included into one of the suitable categories or subcategories.
1 SELF
1.1 Foundational and organisational documents
1.2 Users
➢ To learn how the SELF Platform works from the user point of view.
1.3 Publishers
➢ Guidelines for producing the SELF Platform resources.
1.4 Others
2 Introduction to Free Software and Open Standards
2.1 Basic concepts and philosophy
2.2 History of Free Software and Open Standards
2.3 Free Software development models
2.4 Free Software and business models
2.5 Others
3 Open Standards
3.1 Unformatted Text
•
ASCII, ISO8859, UNICODE
3.2 Formatted Text
•
ODT, DocBook
3.3 Scientific Text
•
ODF, MathML, TeX/LaTeX
3.4 Raster Image
•
JPEG, PNG, PNM, GIF, BMP
3.5 Vector Image
•
SVG, ODG
3.6 Video Image
•
OpenEXR, Theora, RIFF, AVI
3.7 Printed-Oriented
•
PDF, PS
3.8 Hypertext
•
HTML, XHTML
3.9 Presentation
•
ODP
3.10 Audio
•
Vorbis, FLAC, RIFF, WAV
3.11 Learning Standards
•
LOM, SCORM, IMS, LD
3.12 Enterprise Standards
•
XBRL
4 Office tools
4.1 Office suites
•
OpenOffice.org, KOffice
4.2 Word processors
•
Write, AbiWord, KWord, Kate
4.3 Spreadsheets
•
Calc, Gnumeric, KSpread
4.4 Presentation applications
•
Impress, KPresenter
4.5 Database systems
•
Base, GNOME-DB, Kexi
4.6 Graphics suites
•
Draw, Krita, Karbon14
4.7 Diagram tools
•
KChart
4.8 Formulas
•
Math, KFormula
4.9 Flowcharts
•
Dia
4.10 Reports
•
Kugar
4.11 Others
•
TeX/LaTeX
5 Communication tools
5.1 Suites
•
Mozilla (Navigator, Mail & Newsgroups, Composer, ChatZilla)
5.2 Web clients
•
Mozilla FireFox, Epiphany, Konqueror, Galeon, Flock, Lynx
5.3 Mail user agents (MUA or E-mail Clients)
•
Mozilla ThunderBird, Kmail, Mutt, Gnus (Emacs plugin)
5.4 Instant messengers and IRC clients
•
ChatZilla, gaim, Xchat, BitchX, ScrollZ
5.5 File transfer clients
•
lftp, scp, wget
5.6 Others
6 GNU/Linux
6.1 Distributions and metadistributions
•
AGNULA, CentOS, Debian, Fedora Core, Geento, Mandriva, Red Hat,
Slackware, Suse, Ubuntu, Ututo-e, and many more
6.2 Technical concepts (subcategories are needed!!!!)
6.2.1 Filesystem hierarchy standard
6.2.2 Standardisation
6.3 User environment
➢ Essential concepts to be skilled to use a UNIX-like system.
6.4 Unix command line Programmes
6.4.1 File and file system management
•
cat, chdir/cd, chmod, chown, chgrp, cp, dd, du, df, file, fsck, ln, ls,
lsof, mkdir, more, mount, mv, pwd, rcp, rm, rmdir, split, touch, tree
6.4.2 Process management
•
anacron, at, chroot, cron/crontab, kill/pkill, killall, nice/renice,
nohup, ps, sleep, screen, time, timex, top, wait
6.4.3 User management/environment
•
env, finger, id, locale, mesg, passwd, su, sudo, uname, uptime, w,
wall, who, write
6.4.4 Text processing
•
awk, cut, diff, ex, grep, head, iconv, join, less, more, nkf, paste, sed,
sort, tail, tee, tr, troff, uniq, wc, xargs
6.4.5 Searching
•
find, grep, strings
6.4.6 Cryptography
•
GnuTLS, gpg, mcryp, OpenSSL, Enginemail
6.4.7 Miscellaneous
•
banner, bc, cal, info, man, yes, date, dmesg, uname
6.4.8 Others
•
echo, lp,
6.5 Shells and shell programming
•
bash, csh, ksh, sh, tcsh, zsh
6.6 Scripting languages
•
Perl, PHP, Python
6.7 Administration
6.7.1 Local administration
6.7.1.1 Package management
•
alien, apt, debconf, dpkg, darkconf, emerge, pacman, portage,
rpm, Synaptic, rpm, YaST, yum
6.7.2 Networking
•
ip, nc, ping, traceroute,
6.7.3 Services
6.7.3.1 Printing
•
CUPS
6.7.3.2 Secure shell
•
sshd
6.7.3.3 Web servers
•
Apache
6.7.3.4 Mail transfer agents (MTAs or E-mail servers)
•
Exim, Postfix, Qmail, Sendmail, and many others
6.7.3.5 Mail delivery agents (MDA or E-mail filters)
•
Procmail, maildrop, SpamAssasin, Bogofilter, and many others
6.7.3.6 File transfer servers
•
ftpd
6.7.3.7 Version control
•
OpenCVS, Subversion
6.7.3.8 Database systems
•
PostgreSQL, MySQL, and others
6.7.3.9 Others
6.8 Graphical system
6.8.1 Xservers
•
Xorg, Xserver
6.8.2 Xlib
•
Xlib
6.8.3 Window managers
•
twm, Window Maker, Enlightenment, IceWM, Metacity, Blackbox,
Waimea, and many many others
6.8.4 Display managers
•
xdm, gdm, kdm, wdm
6.8.5 Session managers
•
xsm, gnome-session, ksmserver
6.8.6 Desktop managers
•
GNOME, K Desktop Environment (KDE), Unix Desktop
Environment (UDE)
6.8.7 Toolkits
•
GTK+, Qt, GNUstep, LessTiff, WINGs
6.8.8 Others
6.9 Specific applications
6.9.1 Text editors
•
GNU Emacs, vim, nvi, nano, gedit, NEdit, joe, and many others
6.9.2 Software development tools
•
GNU Compiler Collection (gcc), GNU Debugger (gdb), GNU
Binary Utilities (binutils), and many others
6.9.3 Format converters
6.9.3.1 Graphics
•
ImageMagick
6.9.3.2 Documents
•
X2Y (like ps2pdf)
6.9.4 CD/DVD Toasters
•
GnomeBaker, K3b, cdrkit
6.9.5 File managers
•
Nautilus, GNOME Commander, Konqueror, Krusader, Gentoo file
manager, Midnight Commander
6.9.6 Boot loaders
•
GRUB, lilo, yaboot, and others
6.9.7 Virtualisation
•
Xen, qemu, and others
6.9.8 Others
6.10 Others
7 Other operating systems
7.1 BSD-like operating systems
•
FreeBSD, OpenBSD, NetBSD
7.2 Hurd
7.3 Others
8 Educational software
8.1 Educational distributions
•
Edubuntu, EduLinux, Freeduc-cd
8.2 Educational media authoring
•
Squeak
8.3 Training software
•
Tuxtype, gcompri
8.4 Educational applications
8.4.1 Scientific applications and libraries
•
GNU octave, Maxima, units, GNU PSPP
8.4.2 Specific applications
8.4.2.1 Mathematics
•
Euler, Xaos, FreeMat
8.4.2.2 Physics
•
Celestia, Kstars, Stellarium
8.4.2.3 Chemistry
•
Ghemical, E-Cell System, EasyChem, Gperiodic,
8.4.2.4 Biology
8.4.2.5 Computer-Aided Design (CAD)
•
QCad
8.4.2.6 Others
8.4.3 Others
8.5 Others
9 Enterprise software
9.1 Project management
Planner, KPlato
9.2 Personal information managers
•
Novel evolution, Kontact, Mozilla SunBird, Mozilla Lightning (under
Mozilla ThunderBird), Chandler, Haystack
9.3 Collaborative software (Groupware)
•
eGroupWare, Zimbra, Citadel, Exchange4Linux, Scalix, and many
others
9.4 Enterprise resource planners (ERPs)
•
Adempiere, Compiere, GNU Enterprise (planner subproject),
openbravo, Fisterra, Apache OFBiz
9.5 Content Management System (CMSs)
•
Epiware, Drupal, Mambo, MediaWiki, OpenCms, and many others
9.6 Costumer Relationship Management (CRM)
9.7 Software development management system
9.8 Others
•
10 Multimedia software
10.1 Audio
•
AGNULA, ALSA, Ardour, Audacity, Ceres3, CLAM Music Annotator,
CLAM Network Editor, CLAM SMSTools, Common LISP Music
(CLM), Common Music Notation (CMN), Common Music (CM), Snd,
CSound, Funktrackergold, Jack, Ladspa, jMax, Mix, MusE?, Open
Music, PD, GEM, Soundtracker, SuperCollider?3, Timidity
10.2 Video
•
Cinelerra
10.3 Animation
•
Anim8or, Blender, Yafray, KToon
10.4 2D Graphics
•
GIMP (GNOME), InkScape (GNOME), Xfig
10.5 3D Graphics
•
Wings 3D
10.6 Media authoring
10.7 Games
•
GNU Chess, GNU Go, GNU Robots, Dnafight, Enigma, Minesweeper,
Tile World, Rocks'n'Diamonds, Same Gnome/KSame, Pingus, and
many others
10.8 Others
11 Others
3.2.2 Documentation sites categories and subcategories
Every entry includes a list of representative documentation sites which are considered
relevant to the SELF platform audience that fit in each category or subcategory. The
same policy as for the materials categorising list is adopted for the following
categorising list.
1 General Purpose Information Sources
•
Wikipedia, Wikiversity, Open Dictionary
2 Official Schools and Training Centres
•
UOC, ISOC.nl
3 Consortia, Cometees, etc.
•
including certification centres
4 Independent Sites
•
The Linux Documentation Project, The Jargon file, xtech
capacitación,
•
http://www.tutorialsforopenoffice.org/
http://www.learnopenoffice.org/
•
http://wiki.inkscape.org/wiki/index.php/TutorialsAndHelp
•
http://www.linux.org/
•
5 magazines and periodic publications
•
First Monday (CC Licensed), Free Software Magazine
6 Others
3.3 Precedences of applications in the resources searching
process
One of the main objectives of the SELF Project is the creation of a platform where any
kind of educational resource regarding Free Software and Open Standards is welcome.
However, not all free software applications have the same strategic importance to the
SELF Project.
The search task has been scheduled according to this precedence criterion, which will
also be used as a base to plan the production of new materials within the SELF Project.
It would be desirable to have all the applications with a high priority well documented
at the time of the public release of the SELF Platform. The precedence criterion could
be included in some way in the SELF website with the intention of guiding the future
production of materials within the platform.
The following table presents the precedence level of software applications main
categories to the SELF Project, from 1 to less relevant, to 6, highest priority.
Category /
Subcategory
1 SELF
Precedenc
e Level
6
Observations
•
•
•
It is of the highest priority and an inherent task of the
SELF Project to produce outstanding materials to
document its platform.
Perfect case to put in practice all SELF Project didactic
conclusions.
Excellent example to future productions.
5
•
Children trend to reproduce those habits they observe in
the persons who are perceived as conduct patterns. For
that reason it is of high priority to give to school teachers
and educators in general all the tools they need to make
the use free software in their everyday work.
3 Introduction to Free
Software and Open
Standards
4
•
The free software advocacy and “evangelising” is
strategic to change the current domination of mass usage
of proprietary software.
Clarifying fundamental concepts becomes essential.
Spreading the conciseness of the benefits of using open
standards and free software is, itself, the fundamental
base of SELF Project.
School teachers and educators forms is an strategic
audience to this category.
•
•
•
4 Office tools and
Communication
tools
3
•
These two categories constitutes the practical paramount
since they gather the most used software applications for
non-technical users.
3
•
These tools are essential in a modern conception of
didactics and pedagogics.
5 GNU/Linux
2
•
The knowledge of the hardest technical concepts is not
considered of strategic importance.
Category /
Subcategory
Precedenc
e Level
Observations
•
It is obvious that a good knowledge of the underlying
system is always desirable, but it is considered that at the
time there is free documentation enough covering this
category. Efforts have to be made to attract people to this
documentation.
2
•
It is of strategic importance from economics and business
administration to break the current trend to relay on
proprietary solutions for this group of applications
6 Other operating
systems
1
•
At the time there are no major alternatives to the
GNU/Linux proposal
7 Open Standards
1
•
High level technical information is not considered a
priority.
3.4 Summary of the resource searching process
In the following subsections the results of the searching processes are assessed using
the categories lists presented in the previous section.
3.4.1 Materials searching process
The next table summarises the assessment of the materials searching process. Using the
categories and subcategories relevant to SELF platform as entrances, the second
column shows the confidence level of this assessment, and the third column assesses
how documented is each category or subcategory with the materials already available.
The possible values for each field are the following:
Confidence Level
1: Low (much more search is needed)
2: Medium (more search may help find more materials)
3: High (we are quite sure that the search has been exhaustive)
Documentation Level
0: Nothing (no documentation has been found)
1: Partially (some documentation has been found)
2: Mostly (many materials have been found)
3: Totally (almost all of the required documentation has been found)
Category / Subcategory
Confidence
Level
Documentation
Level
1.1 Foundational and organizational documents
To do
To do
1.2 Users
To do
To do
1 SELF
Confidence
Level
Documentation
Level
1.3 Publishers
To do
To do
2.1 Basic concepts and philosophy
3
2
3
3
2.3 Free Software development models
3
2
2.4 Free Software and business models
2
1
3.1 Unformatted Text
1
0
3.2 Formatted Text
1
0
3.3 Scientific Text
1
0
3.4 Raster Image
1
0
3.5 Vector Image
1
0
3.6 Video Image
1
0
3.7 Printed-Oriented
1
0
3.8 Hypertext
1
0
3.9 Presentation
1
0
3.10 Audio
1
0
3.11 Learning Standards
1
0
3.12 Enterprise Standards
1
0
4.1 Office suites
3
3
4.2 Word processors
3
3
4.3 Spreadsheets
3
3
4.4 Presentation programs
3
2
4.5 Databases
2
1
4.6 Graphics suites
3
2
4.7 Diagrams
2
2
4.8 Formulas
3
2
4.9 Flowcharts
2
1
4.10 Reports
2
2
5.1 Suites
3
3
5.2 Web clients
3
3
5.3 Mail user agents (MUA or E-mail clients)
3
3
2
1
2
1
3 Open Standards
4 Office tools
Confidence
Level
Documentation
Level
2
2
6.2 Technical Concepts
2
2
2
3
6.4 Unix command line programs
2
3
3
3
3
3
3
3
6.7.2 Networking
3
3
6.7.3.1 Printing
3
2
3
3
6.7.3.3 Web
3
3
6.7.3.4 Mail transfer agents (MTAs or E-mail
servers)
3
3
6.7.3.5 Mail delivery agents (MDA or E-mail
Filters)
3
3
6.7.3.6 File transfer
3
3
3
3
6.7.3.8 Database
3
3
6.8.1 Xservers
2
1
6.8.2 Xlib
3
3
3
3
3
2
3
3
3
3
6.8.7 Toolkits
2
2
6.9.1 Text editors
3
3
3
2
2
2
6.9.4 CD/DVD toasters
3
3
6.9.5 File managers
3
3
6.9.6 Boot loaders
3
3
3
2
6 GNU/Linux
6.7 Administration
6.7.3 Services
Confidence
Level
Documentation
Level
3
3
2
2
3
1
2
2
2
2
8.4.2.1 Mathematics
3
1
8.4.2.2 Physics
2
1
8.4.2.3 Chemistry
2
1
8.4.2.4 Biology
2
1
8.4.2.5 Computer-aided design (CAD)
3
3
2
1
2
1
9.3 Collaborative software (groupware)
2
1
2
1
9.5 Content management system (CMSs)
2
1
9.6 Costumer relationship management (CRM)
2
1
2
1
10.1 Audio
3
3
10.2 Video
2
2
10.3 Animation
2
1
10.4 2D Graphics
3
3
10.5 3D Graphics
2
1
2
1
10.7 Games
1
1
6.10 Others
4 Gap analysis
This section aims to give an overview of the knowledge areas where the lack of free
educational materials on Free Software and Open Standards is more notorious, as
observed during the materials research phase. The main gaps in the available materials
are presented as generic observations and guidelines, which, in turn, will be used to
focus the production of new materials and the adaptation of existing ones for their
inclusion in the platform. Specific applications are mentioned only when they are
considered specially relevant for the objectives of the SELF Project.
Following the strategy mentioned above, the main gaps presented here are divided in
two main blocks. In the first block, generic gaps that comprise several knowledge areas
are presented. This first block of gaps reflects generic lacks, common to many or all of
the analysed areas. A second block is presented later, where specific gaps detected
during the search are reported. Specific gaps can range from a single application to a
whole category.
In all cases, reported gaps are accompanied with recommendations and guidelines to
be considered later during a further search of available materials and the development
of new materials inside the SELF Platform.
4.1 Generic gaps
This section presents lacks that are transversal to the categories used to classify
materials during the search. Thus, each of this gaps has been detected in two or more of
the knowledge areas analysed, as mentioned in the description of the gap when it is
considered relevant.
4.1.1 Resources structured as learning materials
Most of the materials analysed during the search are produced and maintained by the
community of users and developers of a specific application. Therefore, they usually
are presented as User Guides, Reference Manuals and Tutorials. The first two formats
are very useful for intermediate and advanced users who are learning by themselves,
since they usually cover most of the relevant topics related to that specific application.
On the other side, tutorials are usually directed to beginners and thus require less
previous knowledge from the reader. Unfortunately, only in some cases they cover
more than a few specific tasks and skills, rendering them insufficient for a user who
looks for a broader formation.
This observation leads to the first of the detected generic gaps on the available
materials: the lack of resources structured as learning materials, i.e., textbooks,
exercises, exams, courses, presentations, etc. In short, the materials needed both by
teachers and students in any school, training centre or learning environment. The lack
of this kind of materials it is a known fact, and it is the main motivation of the SELF
Project.
This gap can be addressed by several concurrent strategies:
●
Adaptation of existing materials. Many of the resources identified during the
search can be used as a base for different kinds of learning materials: a
collection of tutorials can be adapted into class notes and student guides, a
user's manual into a textbook, etc.
●
Call for materials. Many organisations have developed learning materials on
Free Software and Open Standards for their internal use, including educational
institutions, government bodies, corporations and others. These organisations
are being approached and encouraged to publish their learning materials under
free licenses for their inclusion in the SELF Platform. The main benefits for
these organisations will be the input and feedback of the community,
contributions that will correct, improve and expand their existing learning
materials.
Production of new materials. As a part of the SELF Project, new materials
will be developed and translated to several languages, in order to fill the lack of
learning resources in the areas considered of strategic importance.
●
4.1.2 Migration to Free Software and Open Standards
One of the main obstacles for the use of Free Software and Open Standards is the
migration process from proprietary systems and formats. Regardless of the scope and
scale of a given migration process, some characteristics are common to all of them,
such as the need of user training, format conversion tools, alternative applications, etc.
In this area many different needs can be identified, such as:
●
User training materials. In any migration process, the productivity of users
decreases during a certain period of time, while they adapt to the new set of
applications. Thus, this transitory period must be as short as possible, and the
transition must be smooth and painless for users. The importance of training
materials is paramount to fulfil this objective, since they are often the main
information resource for users. Thus, training materials must cover all the
required topics, and at the same time take profit of the skills acquired by users
in the previous environment in order to reduce training times.
●
Format conversion guides. System administrators and data managers are
usually responsible of format conversion during migration processes. One of
the conditions for a successful migration is that older files must be accessible
with minimum effort from the user, and this usually requires specific training
for the team responsible of format conversion, or at least a set of guidelines and
reference documents to guarantee the availability of older data.
4.1.3 Basic computer science for the general public
Many teachers use computers as learning tools in their classes, and in most cases the
overall result is satisfactory both for teachers and students, improving the learning
experience and encouraging experimentation and participation in class. However, the
understanding that many teachers have of how computers work is poor, and their
misconceptions can have a negative impact on the way they use computers in class.
Ideally, a teacher that uses computers as learning tools should be familiar with basic
concepts of computer science, at least to give satisfactory answers to the natural
questions that arise when students use computers in class. This basic concepts should
include the typical hardware found in a PC, some fundamentals of operating systems
and the main protocols and services used in Internet.
Many other individuals and organisations would benefit from such introductory
materials to computer science using Free Software and Open Standards. Learning
materials designed to cover this gap should keep the level of technical detail as low as
possible, and focus on providing a general understanding of computers and networks.
4.2 Specific gaps
The group of gaps presented below correspond to specific knowledge areas, categories
and applications for which the available materials are considered insufficient. The
generic gaps described in the previous sections still apply in all cases.
4.2.1 Basics of Free Software and Open Standards
advocacy
Free Software and Open Source advocates stand forward from different tribunes to
defend and promote the use of this technologies. They help to spread the word,
increasing the number of users and developers and they influence governments and
political parties to adopt favourable policies. Many politicians, NGOs and social
activists show great interest in Free Software and Open Standards, specially regarding
their social, cultural and political implications. However, they often lack a technical
background and are unfamiliar with basic concepts on topics as software development
and licensing.
This first specific gap corresponds to Introduction to Free Software and Open
Standards in the category tree used for the classification of available materials. In the
subcategory of Basic concepts and philosophy, many essays have been found on the
philosophic and ethic concepts supporting the use of Free Software and Open
Standards, but none of them provide a wide, comprehensive and structured resource
suitable for the formation of advocates, activists and politicians. This audience requires
concise and powerful arguments covering several points of view: philosophical,
ethical, political, legal, pedagogical, economical, etc.
4.2.2 Educational applications
Education is the main subject of the SELF Project. Therefore, special attention has
been put to the search of available learning materials on educational applications. The
results are very unsatisfactory: applications specially created with educational
purposes are well documented from the point of view of developers and advanced
users, but few resources are available that can be readily used on class. Moreover, no
materials have been found on the educational use of other applications not designed
for this purpose.
This absence of materials can be due to several factors, including a lack of interest
from the producers of materials. Many teachers have developed great materials to use
in their classes together with free software applications, and have never published them
due to lack of motivation, ignorance on the existing demand for this kind of materials
or lack of a suitable platform for their publication and collective maintenance.
The sole existence of the SELF Platform will probably encourage teachers to publish
many learning materials produced by themselves, but meanwhile the educational uses
of Free Software and Open Standards constitute a gap. The absence of learning
materials in this category is notorious, and addressing it should be one of the priorities
for further search as well as for the production of new materials.
4.2.3 Enterprise applications
The category of Enterprise applications lacks documentation in many subcategories,
specially in Enterprise Resource Planners (ERP). One of the reasons of this lack is that
many software companies that develop free ERPs base part of their business in training
and documentation licensing. The benefits of free over proprietary documentation are
very similar to the benefits of free over proprietary software, and those companies
would probably benefit from publishing their resources under a free license.
Meanwhile, this whole subcategory must be considered a gap.
Some specific applications, considered of special importance, lack documentation
available under a free license. These applications are listed below:
●
Evolution. This Personal Information Manager and groupware program is one
of the main free alternatives to proprietary programs, both for home users and
organisations. The official documentation is currently published by a private
company, with all rights reserved.
●
OpenOffice.org Base. The database component of the OpenOffice.org office
suite lacks a complete manual in the official documentation.
●
Gnome Planner. This project management tool, integrated in the Gnome
Desktop, lacks a user manual.
5 Related organisations
This section contains a list of organisations, communities and platforms related with
the production of educational materials on Free Software and Open Standards. Some of
these organisations can contribute materials to the SELF platform, others are potential
users that can benefit from those materials and improve them. There is yet another
group of organisations that can help spread the word and promote SELF, even when
they do not directly contribute to or benefit from it.
5.1 Initial targets
The initial list is built on the targets proposed by each of the teams. These
organisations will be approached with a twofold objective: building the SELF
Community (WP10) and disseminating the platform (WP9). What follows is a list of
targets identified by each of the participating groups. All participants are encouraged to
expand this list with new organisations.
5.1.1 Target groups for ISOC.nl
Target group
Subgroup
Government national
Educational
institutes
Industry
Examples
Ministries of Interior (http://www.minbzk.nl/uk),
of Education (http://www.minocw.nl/english/),
of Economy (http://www.minez.nl/)
local
Amsterdam, Haarlem
primary schools
KennisNet: Dutch institute for promotion of FS & OS in
primary and secondary schools. http://www.kennisnet.nl/
secondary schools
i&i association for ICT teachers. http://www.ieni.org/
higher education
HBO (higher professional education) institutes and
associations
universities
University of Amsterdam, Twente, Delft, Leiden, SurfNet
(interuniversity organisation, www.surfnet.nl)
training organisations
RedNose. http://www.rednose.nl
knowledge centres /
platforms
Syntens. http://www.syntens.nl
media
* TV: LliNK, VPRO, Teleac, AVRO.
* Magazines: LinuxMagazine, Livre, ConsumentenBond
publishers
O'Reilly's (International). Online and in print publisher of IT
related books. http://www.oreilly.com
hard- & software
companies
IBM, Google, Sun Microsystems, Novell, RedHat
Free
Free Software advocates * Local Free Software Foundation chapter,
Software
* Vrijschrift (foundation that promotes the production of non
communities
proprietary digital creations, http://plone.vrijschrift.nl/),
* local ISOC chapters,
* Tactical Technology Collective (non profit, aims to
strengthen social technology movements in developing
countries and promote civil use of new technologies,
http://www.tacticaltech.org).
development
communities
* Local Dutch developers communities,
* international: Sourceforge, Freshmeat
5.1.2 Target groups for FUOC
Target group
Subgroup
Government national
Educational
institutes
Industry
Examples
* Ministerio de Administraciones Públicas
(http://www.map.es/),
* Ministerio de Hacienda (Agencia Estatal de
Administración Tributaria, AEAT http://www.aeat.es/),
* Ministerio de Justicia (http://www.mju.es/).
provincial
* Generalitat de Catalunya (http://www.gencat.net),
* Junta de Andalucía (http://www.juntadeandalucia.es/),
* Junta de Extremadura (http://www.juntaex.es/)
local
A Coruña, Barcelona, Donostia-San Sebastián, Valladolid
Primary + secondary
schools
* Asociación para la investigación y el desarrollo educativo
en Extremadura (AIDEX http://www.aidex.es/),
* Red Telemática Educativa de Andalucía (AVERROES
http://www.juntadeandalucia.es/averroes),
* Xarxa Telemàtica Educativa de Catalunya (XTEC
http://www.xtec.es/)
higher education
* Universia (www.universia.es),
* Xarxa d'Universitats Institut Joan LluísVives
(http://www.vives.org/),
universities
Universitat Oberta de Catalunya, Universidad Rey Juan
Carlos, Universitat de Lleida, Universitat Politècnica de
Catalunya, Universitat Jaume I, Universidad de Cádiz,
Universidad de Extremadura, Universitat Pompeu Fabra,
Universitat Autònoma de Barcelona, Universidad Politécnica
de Madrid
* Labor unions: Comisiones Obreras (CCOO), Unión
General de Trabajadores (UGT).
* Others: Ensenyament Obert
(http://www.educacionline.com), Instituto Nacional de
Empleo (INEM http://www.inem.es)
media
LaMalla.net, Mundo Linux, Sólo Linux, Vilaweb
publishers
“Edit Lin”, “Libros de Linux”
(http://www.librosdelinux.com/)
hard- & software
companies
* Free software centered companies: Cometa Technologies,
GNU Networks, HispaFuentes
* Other companies: CISCO Systems España, IBM España,
Sun Microsystems España, Telefonica, T Systems España
Free
Free Software advocates * Bulma (Balears LUG, http://bulma.net/),
Software
* Cat-linux (GNU/Linux in catalan, http://www.catcommunities
linux.com/),
* Codilliure (non-profit for the promotion of FS,
http://www.codilliure.org/),
* Hispalinux (spanish linux users association,
http://www.hispalinux.es)
* Softcatalà (non-profit for the promotion of software in
catalan, http://www.softcatala.org/).
* TLDP-ES/LuCAS, spanish Linux Documentation Project,
Target group
Subgroup
Examples
http://es.tldp.org/
development
communities
LaFarga.org (catalan software forge)
5.1.3 Target groups for FSFE
Target group
Subgroup
Examples
Government national
* Agency for IT and Communications;
* Ministry of State Administration;
* Government educational ministry
provincial
* Regional ministries for state administration
local
* Local ministries for state administration
5.1.4 Target groups for UG
Target group
Subgroup
Government national
Industry
Examples
* Verket för högskoleservice (National Agency for Services
to Universities and University Colleges, http://www.vhs.se)
* Statskontoret (Swedish Agency for Public Management,
http://www.statskontoret.se)
* Utbildnings och kulturdepartementet (Government and
Government Offices of Sweden, http://www.sweden.gov.se/)
● * Kommunförbundet (Association of Local Authorities,
http://www.kfsk.se)
* Nätuniversitetet (Swedish Net University,
http://www.netuniversity.se)
local
* City council of Göteborg, http://www.goteborg.se
universities
* Göteborgs Universitet, http://www.gu.se/
* Chalmers Tekniska Högskola (Chalmers University of
Technology), http://www.chalmers.se/
* Learning tree, http://www.learningtree.com
* Global knowledge, http://www.globalknowledge.com
knowledge centres /
platforms
* Moodle, http://moodle.org
media
* IDG Sverige AB
* Medströms förlag
* TV-/radio-stations and news groups
publishers
* IDG Sverige AB
Free
Free Software advocates
Software
communities
* Local user groups
* Swedish Linux User Group
5.1.5 Target groups for ISOC.bg
Target group
Subgroup
Government national
Examples
* State Agency for IT and Communications;
(http://www.daits.government.bg/)
* Commission for Regulations of Communications;
(http://www.crc.bg/)
* Ministry of State Administration
(http://www.mdaar.government.bg/press.php)
* Ministry of Education and Sciense
(http://www.minedu.government.bg/opencms/opencms/)
Target group
Industry
Subgroup
Examples
local
Not applicable at the moment
secondary schools
* National High-school for Mathematics and Informatics
(http://www.npmg.org/new/index.php)
* Sofia Mathematics High school (http://www.smg-bg.info/)
universities
* Sofia University – Faculty of Mathematics and Informatics
(http://www.uni-sofia.bg/faculties/fmi/index.html);
* New Bulgarian University, http://www.nbu.bg
* Burgas Free University
(http://www.bfu.bg/English/index.html)
* Interspace Arts and Media center, new media arts center
based in Sofia, http://www.i-space.org
* Institute for Public Administration,
http://www.ipaei.government.bg
* Linux Professional Institute Bulgaria (http://lpibulgaria.org)
knowledge centres /
platforms
* TOSSAD FP6 Project (towards Open Source Software
adoption and dissemination) http://www.tossad.org
* FLOSSWORLD FP6 Project, http://www.flossworld.org
* Bulgarian Chamber of Commerce and Industry,
http://www.bcci.bg
media
* TV: national tv stations;
* Magazines: IDG-Bulgaria (http://www.idg.bg/);PCWorld
Bulgaria (http://www.pcworld.bg/), Saga Technology Group
(http://sagabg.net/PCMagazine/);
* Newspapers: Infoweek (http://www.infoweek.bg/),
Computerworld (http://www.computerworld.bg/), Computers
(http://www.computers.bg/), Dnevnik (http://dnevnik.bg/)
* Bluelink Information Network
(http://bluelink.net/bg/services/training.shtml)
publishers
* NextPageFoundation
(http://www.npage.org/rubrique3.html)
hard- & software
companies
IBM-Bulgaria, Google, CISCO, Novell
Linux Business Solutions Company (http://lbs-co.com/)
Free
Free Software advocates * Free Software Society, (http://openfest.org/); (http://linuxSoftware
bg.org/)
communities
* OpenProjects Foundation;
(http://openprojectsfoundation.org/)
* CreativeCommons-Bulgaria,
* local ISOC chapters
development
communities
local Bulgarian developers communities
5.1.6 Target groups for FVL
Target group
Subgroup
Government national
Examples
* Oficina Nacional de Tecnología Informática
http://www.sgp.gov.ar/contenidos/onti/onti.html
* Secretaría de Gestión Pública,
Target group
Subgroup
Examples
http://www.sgp.gov.ar/index.html
* Ministerio de Educación, http://www.me.gov.ar
Industry
provincial
Gobierno de La Rioja, Gobierno de Santa Fe, Gobierno de
Santa Cruz, Gobierno de Buenos Aires
local
Municipalidad de Rosario, Municipalidad de Santa Fe
universities
* Universidad Nacional de Córdoba
* Universidad Naciona de Rosario
* Universidad Tecnológica Nacional
* Instituto Nacional de la Administración Pública
http://www.sgp.gov.ar/contenidos/inap/inap.html
* Linux College, http://www.linuxcollege.com.ar/
* GLEducar, collaborative project to improve the use of IT
in Argentinian schools through the use of FS.
http://www.gleducar.org.ar
Free
Free Software advocates * Free Software user groups
Software
* Asociación de Nuevas Tecnologías, closely related to the
communities
Rosario LUG, this non-profit aims to help the diffusion of
FS. http://www.ant.org.ar
* CreativeCommons Argentina,
5.1.7 Target groups for HBCSE and TIFR
Target group
Free
Software
Community
Subgroup
development
communities
* Indlinux (http://www.indlinux.org)
* Sarovar (http://www.sarovar.org/)
* gnowledge.org (http://www.gnowledge.org)
GNOME India
(http://mail.gnome.org/mailman/listinfo/gnome-in-list)
* KDE India (http://in.kde.org/)
Advocacy community
* Free Software Foundation of India (http://www.gnu.org.in)
* GNU/Linux User Groups, e.g. http://www.glub-bom.org
* TeX Users Group India (TUG India)
Government Central
Educational
institutes
Industry
Examples
* MIT (Ministry of Information Technology)
* TDIL (Technology Development for Indian Languages)
* CDAC India (http://www.cdacindia.com/)
State
* Ministry of Education
* Ministry of Information Technology
secondary schools
* AEES (Atomic Energy Education Society), Mumbai
* NCERT (National Council of Education, Research and
Training)
* CBSE (Central Board of Secondary Education)
higher education
* Indian Institute of Technology (IIT), Mumbai,
* South Indian Education Society (SIES)
* Graduate School of Technology, Mumbai
* Shaw and Anchor Kutchhi Engineering College, Mumbai
* RamRao Adik Institute of Technology (RAIT)
* K.J. Somaiya College of Engineering, Mumbai
* Veermata Jeejabhai Technology Institute (VJTI), Mumbai
* Vivekananda Education Societies Institute of Technology
(VESIT)
* Terna Engineering College, Mumbai
universities
Anna University (FOSSRC), Free and Open Source Software
Resource Centre, Chennai
SNDT University, Mumbai (http://www.sndt.ac.in)
Mumbai University (http://www.mu.ac.in)
Free and Open Source
Software Companies
* RedHat India (http://www.in.redhat.com)
* Mahiti (http://www.mahiti.org)
* Zeeomega (http://www.zeeomega.com)
* Netcore (http://www.netcore.co.in)
* Deeproot Linux (http://www.deeproot.co.in)
6 Conclusions
A large number of materials have been examined during this work. After assessing the
quality of the materials included in the initial list, only those that meet the expected
quality standards for the SELF Platform have been included.
The number of topics and applications considered in the list of categories is very high,
but a specific search and the help received by the community in response to the SELF
Call for Materials have allowed to reduce the gaps.
However, no free educational materials were found for some of the applications
considered. For the categories where the confidence level of the search performed so
far is considered high, this lack of materials will be accounted as a gap. Further search
should be performed on categories where the confidence level is low prior to consider
them as gaps.
6.1 About materials found and their utility integrability to
SELF project
Materials found and categories considered documented enough.
Category
Applications
Office tools
OOo: Write, Math, Calc, Impress, Draw, Base
Koffice: KWord, KSpread, KPresenter,
Gnome office: Abiword, Gnumeric, Gnome-DB
Communication tools
Mozilla FireFox, Epiphany, Konqueror, Mozilla ThunderBird,
Kmail, gaim
GNU/Linux
Bash, GRUB, ip, CUPS, Apache, Exim, PostgreSQL, MySQL,
Gnome, KDE, Nautilus, ImageMagick, GnomeBaker, emacs,
Educational software
Squeak, GNU octave, QCad
Enterprise software
Planner, KPlato, Novel Evolution, EgroupWare, GNU Enterprise,
openbravo, Fisterra, Epiware, Drupal, MediaWiki,
Multimedia software
Audacity, Cinelerra, GIMP, InkScape, Wings 3D
6.2 Documentation gaps already detected
The following list summarises the main gaps which have been detected:
•
•
•
•
OpenOffice.org Base manual
Gnome planner manual
Novell Evolution manual
Enterprise software applications (very few documentation is available)
6.3 Further work
•
A Low confidence level means that further search of materials should be
performed.
•
A lot of documentation on OpenOffice.org 2.0 is being produced and we must
be aware of them:
http://oooauthors.org/en/authors/userguide2/calc/published_final/
6.4 Reported gaps
The initial search of freely available educational materials on Free Software and Open
Standards has led to the identification of the areas where actual coverage is weak or
poor. The main gaps detected have been analysed from the point of view of the
potential users of the SELF Platform and of the founding principles of the SELF
Project.
The main generic gaps detected include the general lack of resources structured as
learning materials, the migration from proprietary environments to Free Software and
Open Standards and the lack of educational materials on basic computer science for the
general public. The main specific gaps are found in basics of Free Software and Open
Standards advocacy, educational applications, enterprise applications and other
specific applications.
This overview of the main gaps in the available materials, combined with the priorities
determined by the SELF Project, will guide the further search of available materials as
well as the production of new materials.
6.5 Related organisations
A list of related or targeted organisations which will be informed about the SELF
project in order to contribute to (or make use of) the platform is provided in Section 5.
References
[1] http://en.wikipedia.org/wiki/Copyleft Copyleft in Wikipedia (17th of November, 2006)
[2] SELF Project 034595 FP6-2005-IST-5; page 13
[5] http://www.gnu.org/copyleft/fdl.html GNU Free Documentation License
Appendix A reported resources
A.1 Template forms
In the following subsections the forms to guide entries into the databases are presented
and their structure and contents justified. These forms are also used in the next section
to display the results of the documentation searching tasks.
A.1.1 Materials form
ID*
Title*
Author(s)*
Resource Location*
Main
Category
/
Subcategory / (appl.
or standard or ...)*
Other Suitable
Categories
Subcategories
Type
Object)*
/
(Learning
License*
Language(s)*
Format(s)*
Content Keywords*
Educational Level*
Expertise Level*
Previous knowledge*
Brief Description*
Quality Assessment*
SELF Integration*
Fields description and field contents
The asterisk highlights compulsory fields. These fields must be filled with the keyword
'Unknown' when being more specific is not possible. It is also acceptable, as a
temporary solution, to till them with the keyword 'Pending' or using the yellow
highlighting style to enter any non-definitive content. The final aim is to have all the
compulsory fields of each entry properly filled.
For some fields a set of options are proposed in the following descriptions. For some of
these fields only these options should be used, while for the rest the proposed options
should be always used as first option and only in case of serious doubts other options
can be used. The main objective of this policy it to avoid dispersion, although this can
sometimes imply sacrificing some precision.
ID*
A code that must uniquely identify the entry (a numbering criterion must be
established)
Title*
Name of the material as given by the author(s).
Author(s)*
Name of the author(s) of the material.
Resource Location*
Details to reach the material must be supplied.
If the material is and electronic resource and it is available on the Internet the protocol
and the Uniform Resource Locator (URL) must be specified.
If the material is a book or another kind of paper publication the work details must be
furnished. These details must contain at least the International Standard Book Number
(ISBN), while the author's name, date of publication, and publisher details are also
desirable.
For any other kind of material, the basic information to reach the work must be
provided.
Main Category / subcategory (appl. or standard or ...)*
The main category and its subcategory into which the material has been classified.
If “Others” is used as a category or as a subcategory, a category or subcategory name
that fits should be proposed and written in parentheses.
Other Suitable Categories / subcategories
Other categories and subcategories under which the work could also be classified. This
field should only be used in singular cases of clear doubt. The minus character “-”
must be used to mark this field as empty.
Type (Learning Object)*
The main options are the following, although other options are also acceptable:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Article
Course
Essay
Frequently Asked Questions (FAQ)
Guide
Handbook
HOWTO
Paper
Presentation
Reference Book
Textbook
Tutorial
User Book
User Guide
In the future these options will coincide with the defined learning objects. This implies
further revision of this field contents because at the time the definitive list of accepted
learning objects is not yet available.
License*
License under which the material has been released. At the time, as previously justified
in the introduction section, all the copyleft documentation licenses are accepted.
The main options are the following, although other options are also acceptable:
•
•
GNU Free Documentation License (GFDL)
Creative Commons (CC)
•
Version 2.5
•
Attribution (CC by)
•
Attribution-NoDerivs (CC by ND)
•
Attribution-NonCommercial-NoDerivs (CC by NC-ND)
Attribution-NonCommercial (CC by NC)
•
Attribution-NonCommercial-ShareAlike (CC by NC-SA)
•
Attribution-ShareAlike (CC by SA)
•
Version 1.0
•
NoDerivs (CC)
•
NoDerivs-NonCommercial (CC ND-NC)
NonCommercial (CC NC)
NonCommercial-ShareAlike (CC NC-SA)
ShareAlike (CC SA)
Design Science License (DSL)
Free Art license (FA)
The Open Content License (OPL)
•
•
•
•
•
•
Language(s)*
A list of all the languages should be listed. English is always desirable and other
languages are also welcome, as they will contribute to the localization process.
Format(s)*
A list of all the formats in which the material is available.
Content Keywords*
A list of the material's relevant keywords.
Educational Level*
The only options acceptable are:
•
Primary
•
Secondary
•
Degree
•
Postgraduate
Expertise Level*
The only options acceptable are:
•
Initiation
•
Intermediate
•
Advanced
•
Expert
Previous Knowledge*
A short description of previous knowledge required to follow the reported material.
Brief Description*
A concise description of the contents of the material.
Quality Assessment*
A short comment about how relevant is the material. “Authoritative work”, “reference
work” or “complementary material” could be good examples to fill this field.
SELF Integration*
A brief description of the contents of the work. “No changes or review needed” or
“Could be included in the SELF Platform with little revision” could be good examples
to fill this field. After defining the SELF educational methodology, further revision of
the content of this field will be required to adapt the description.
A.1.2 Sites form
ID*
Name*
Maintainer(s)*
Resource Location*
Main
Category
Subcategory*
Other Suitable
Categories
Subcategories
Types
Objects)*
/
/
(Learning
License*
Publishing Policy*
Language(s)*
Format(s)*
Content Keywords*
Educational Level*
Expertise Level*
Previous knowledge*
Brief Description*
Quality Assessment*
SELF Integration*
Fields description and field contents
As in the preceding form, the asterisk highlights compulsory fields. The final aim is,
also, to have all the compulsory fields of each entry properly filled.
ID*
A code that must uniquely identify the site (a numbering criterion must be established).
Name*
The name of the site as given by the maintainer(s).
Maintainer(s)*
The name(s) of the maintainer(s) of the site or the maintainer(s) group name.
Resource Location*
The Uniform Resource Locator (URL) of the site.
Main Category / subcategory*
The main category and its subcategory of the site.
If “Others” is used as a category or as a subcategory, a category or subcategory name
that fits should be proposed and written in parentheses.
Other Suitable Categories / subcategories
Other categories and subcategories into which the site could also have been classified.
This field should only be used in singular cases of clear doubt. The minus character “-”
must be used to mark this field as empty.
Types (Learning Objects)*
The type of materials that are found in the site. More than one option is possible.
License*
The license under the materials of the site has been released. The licenses acceptable
are the same as in the Materials form.
Publishing Policy*
A brief description of the publishing methods and procedures.
Language(s)*
Main language of the site and other secondary languages.
Format(s)*
A list of the formats the site's materials have been released.
Content Keywords*
A list of the sites' relevant keywords.
Educational Level*
More than one of the options acceptable can be used:
•
Primary
•
Secondary
•
Degree
•
Postgraduate
Expertise Level*
More than one of the options acceptable can be used:
•
Initiation
•
Intermediate
•
Advanced
•
Expert
Previous Knowledge*
A short description of previous knowledge required to follow the reported material.
Brief Description*
A concise description of the contents of the site.
Quality Assessment*
A short comment about how relevant are the materials found in the site.
SELF Integration
A.2 Reported materials
1 SELF
ID*
Title*
Open Sources: Voices from the Open Source Revolution
Author(s)*
Chris DiBona, Sam Ockman, and Mark Stone, Eric S. Raymond,
Marshall Kirk McKusick, Scott Bradner, Richard Stallman, Michael
Tiemann, Paul Vixie, Linus Torvalds, Robert Young, Robert Young,
Brian Behlendorf, Bruce Perens, Tim O'Reilly, Jim Hamerly and Tom
Paquin with Susan Walton,
Resource Location*
http://www.oreilly.com/catalog/opensources/book/toc.html
ISBN 1-56592-582-3
1st Edition January 1999
O'Reilly and Associates, Inc, 101 Morris Street, Sebastopol, CA 95472
Main Category /
Introduction to Free Software and Open Standards
Other Suitable
Categories /
Subcategories
Introduction to Free Software and Open Standards / Basic Concepts and
Philosophy
Type (Learning
Object)*
Book
License*
GFDL and others
Language(s)*
English
Format(s)*
HTML, paper
Content Keywords*
Open Source, Business Strategies, Internet, Linux, Software
Engineering,
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Not necessary but appreciated.
Brief Description*
Compilation of articles and essays.
Quality Assessment*
Good.
SELF Integration*
A link reference. Some interesting activities can be developed around
some essays.
2.1 Basic Concepts and Philosophy
ID*
Title*
FLOSS Concept Booklet
Author(s)*
Wikibooks
Resource Location*
http://en.wikibooks.org/wiki/FLOSS_Concept_Booklet
Main Category /
Philosophy
ID*
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
FLOSS, Open Source, Free Software, Copyleft.
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Not required
Brief Description*
Very clarifying FAQ about general and common questions regarding
Free Software and its basis.
Quality Assessment*
Very good.
SELF Integration*
A link reference, or copying some parts. Really interesting.
ID*
Title*
Free for All. How Linux and the Free Software Movement Undercut the
High-Tech Titans
Author(s)*
Peter Wayner
Resource Location*
http://www.wayner.org/books/ffa/
ISBN: 0066620503
HarperBusiness
Main Category /
Introduction to Free Software and Open Standards / History of Free
Software and Open Standards
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Book
License*
CC by nc nd
Language(s)*
English
Format(s)*
PDF, HTML, ASCII, XML
Content Keywords*
Open Source, Revolution, Movement,
Educational Level*
secondary
Expertise Level*
Introduction
Previous knowledge*
Not needed.
Brief Description*
A plain way to get into the Free Software world. Intersting.
ID*
Quality Assessment*
Pretty good.
SELF Integration*
It could be used as a complementary document.
ID*
Title*
Open Source & Free Software Licensing
Author(s)*
Andrew M. St. Laurent
Resource Location*
http://www.oreilly.com/catalog/osfreesoft/book/
Main Category /
Philosophy
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
CC by nd
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Open Source Licensing, Copyright Law, MIT License, BSD License,
Apache License, Academic Free License, GPL, LGPL, Mozilla License,
Qt License, Artistic, and Creative Commons Licenses, Non-Open
Source Licenses
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Basic concepts about Free Software are required.
Brief Description*
A detailed analysis of the most relevant Free Software licenses.
Quality Assessment*
Very good.
SELF Integration*
Copies of chapters can be used as reference/complementary material.
ID*
Title*
Razones por las que el Estado Debe Usar Software Libre
Author(s)*
Federico Heinz
Resource Location*
http://www.proposicion.org.ar/doc/razones.html
Main Category /
Philosophy
Other Suitable
Categories /
Subcategories
-
ID*
Type (Learning
Object)*
Essay
License*
GFDL
Language(s)*
Spanish
Format(s)*
HTML
Content Keywords*
Software Libre, Estado, Dependencia tecnológica, Desarrollo local
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Not required
Brief Description*
Several reasons about why the State should only use Free Software
Quality Assessment*
Very good
SELF Integration*
Link reference. Very interesting as a complementary material. Several
activities can be developed around it.
ID*
Title*
The daemon, the gnu, and the penguin. A History of Free and Open
Source
Author(s)*
Peter H. Salus
Resource Location*
http://www.groklaw.net/staticpages/index.php?page=200510132319018
59
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
CC by nc nd
Language(s)*
English
Format(s)*
HTML
Content Keywords*
UUCP, USENET,BSD, CSRG, MINIX, OSF, GNU, GPL, Cygnus, USL,
BTL, BSDI, Hurd, FUD
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Not strictly necessary.
Brief Description*
A chronological description of the main events and their founding
concepts.
ID*
Quality Assessment*
Good.
SELF Integration*
A good book to teach history.
ID*
Title*
Free As In Freedom – Richard Stallman's Crusade For Free Software
Author(s)*
Sam Williams
Resource Location*
http://www.oreilly.com/openbook/freedom/
ISBN: 0-596-00287-4
First ed. March 2002
O'Reilly and Associates, Inc, 1005 Gravenstein Highway North,
Sebastopol, CA 95472
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Book
License*
GFDL
Language(s)*
English
Format(s)*
HTML, paper
Content Keywords*
Richard Stallman, GNU, FSF
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Not needed but appreciated.
Brief Description*
Compilation of Richard Stallman experiences.
Quality Assessment*
Good as a curiosity.
SELF Integration*
A link reference.
2.3 Free Software Development Models
ID*
Title*
The Cathedral and The Bazaar
Author(s)*
Eric S. Raymond
Resource Location*
http://catb.org/esr/writings/cathedral-bazaar/
ISBN: 1-56592-724-9
First ed. October 1999
O'Reilly and Associates, Inc, 101 Morris Street, Sebastopol, CA 95472
Main Category /
Introduction to Free Software and Open Standards / Free Software
ID*
Development Models
Other Suitable
Categories /
Subcategories
Introduction to Free Software and Open Standards / Free Software and
Business Models
Type (Learning
Object)*
Collection of Essays: A Brief History of Hackerdom, The Cathedral and
the Bazaar, Homesteading the Noosphere, Homesteading the
Noosphere, Homesteading the Noosphere
License*
OPL
Language(s)*
English, Bulgarian, Chinese (Big-5), Danish, Dutch, French, German,
Greek, Hebrew, Hungarian, Italian, Japanese, Portuguese, Korean,
Latvian, Romanian, Swedish, Tamil, Thai.
Format(s)*
XHTML, DocBook XML, PostScrip, paper
Content Keywords*
Open Source, Open Source history, cathedral model, bazaar model,
fetchmail.
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Theoretically not needed, in practise some general knowledge will
provide better understanding and let enjoy the details.
Brief Description*
Masterpiece of its field, many people considers The Cathedral and The
Bazaar essay as the first and most notorious proposal of modelling the
two most successful development methods of open source code.
The rest of essays are also interesting, at least from historic point of
view, and good starting points to many other articles.
Quality Assessment*
Outstanding
SELF Integration*
A link reference. Some activities can be developed around these essays.
2.4 Free Software and Business Models
ID*
Title*
Setting Up Shop: The Business of Open-Source Software
Author(s)*
Frank Hecker
Resource Location*
http://www.hecker.org/writings/setting-up-shop
Main Category /
Business Models
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Paper
License*
Not specified
ID*
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Open Source development model, open-source development model,
objections relating to Open Source, Netscape case
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic concepts regarding software development models are required.
Brief Description*
Open Source development model is presented as a viable option to
commercial software companies to face the challenges in mid nineties
fast-moving and competitive industry environment. The author was an
employee of Netscape when this company publicly released the source
code of Netscape Communicator 4.0.
Quality Assessment*
Little outdated but it is a reference article.
SELF Integration*
A link reference.
ID*
Title*
Producing Open Source Software. How to Run a Successful Free
Software Project
Author(s)*
Karl Fogel
Resource Location*
http://producingoss.com/
Main Category /
Business Models
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
Creative Commons Attribution-ShareAlike License
Language(s)*
English
Format(s)*
HTML, PDF, XML, Paper
Content Keywords*
Licenses, version control, bug tracker,
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
What free software is.
Brief Description*
is a book about the human side of open source development. It
describes how successful projects operate, the expectations of users and
developers, and the culture of free software.
Quality Assessment*
Very good.
SELF Integration*
Link, since it is licensed under Creative Commons AttributionShareAlike License
2.5 Others
3 Open standards
4 Office tools
4.1 Office suites
ID*
Title*
OpenOffice.org2.x Getting Started Guide
Author(s)*
Several
Resource Location*
http://documentation.openoffice.org/manuals/oooauthors2/0100GSGettingStarted.pdf
Main Category /
Office tools / Office suites
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
OpenOffice.org, Write, Calc, Draw, Impress, Base, Math, templates,
styles
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Not required.
Brief Description*
First half: general info about OOo environment and dynamics. Second
half: 'Getting Started' for Write, Calc, Draw, Impress, Base, Math,
templates and styles
Quality Assessment*
Good resource to introduce the OOo suite to students. Also a good
starting point to introduce the students to this kind of documentation.
SELF Integration*
Minimum efforts required. A link reference can be enough.
ID*
Title*
OpenOffice.org2.x User Guide
Author(s)*
Several
Resource Location*
http://documentation.openoffice.org/manuals/OOo2.x/user_guide2_draft
.pdf
Main Category /
ID*
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
OpenOffice.org, Write, Calc, Draw, Impress, Base, Math, templates,
styles
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Not required.
Brief Description*
Accurate description of each component of the OOo suite. Write, Calc,
Impress, Draw, DB & data sources, Advanced Techniques, OOo Basic
& Macros, Math, Xfroms, Troubleshooting common problems.
Quality Assessment*
Canonical resource
SELF Integration*
Quite complicated since this guide is very long and covers in deep detail
each aspect of the OOo suit. Better using each individual “User Guide”
available for each component of the OOo suite.
ID*
Title*
OpenOffice.org2.x Migration Guide
Author(s)*
Several
Resource Location*
http://documentation.openoffice.org/manuals/oooauthors2/0600MGMigrationGuide.pdf
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Guide
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Styles and formatting, compatibility, sharing files, differences between
OOo and Microsoft Office
ID*
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what an office suit is and its main features.
Brief Description*
This document intends to clarify doubts and questions about how
difficult can be a migration from a commercial office suite to OOo.
Quality Assessment*
Good to clarify FUDs and to motivate people to try open source
software.
SELF Integration*
Link
4.2 Word processors
ID*
Title*
OpenOffice.org2.x Write Guide
Author(s)*
Several
Resource Location*
http://documentation.openoffice.org/manuals/oooauthors2/0200WGWriterGuide.pdf
Main Category /
Office tools / word processors
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User Guide
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Styles, formatting, printing, tables, graphics, templates, master
documents,
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a word processor is and its main features.
Brief Description*
A complete description of this OOo application. A must read document
if one what to take advantage of the applications features.
Quality Assessment*
Reference documentation.
SELF Integration*
ID*
Title*
The KWord Handbook
ID*
Author(s)*
Mike McBride, Gary Cramblitt
Resource Location*
http://docs.kde.org/stable/en/koffice/kword/index.html
Main Category /
Office tools / Word processors
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GDFL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Templates, frames, tables, formulas, footnotes, endnotes.
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Description of Kword features and how to do things with KWord.
Quality Assessment*
Not as good as “OpenOffice.org2.x Write Guide”, possibly due to it is
HTML framework
SELF Integration*
Not difficult.
ID*
Title*
AbiWord User's Manual
Author(s)*
Resource Location*
http://www.abisource.com/support/manual/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User's Manual
License*
GDFL
Language(s)*
English, French, Polish
Format(s)*
HTML
Content Keywords*
Educational Level*
Secondary
Expertise Level*
Initiation
ID*
Previous knowledge*
Brief Description*
This manual contents an introduction, a tutorial, a HowTo section and
some chapters of more specific information.
Quality Assessment*
Ok
SELF Integration*
Not difficult.
4.3 Spreadsheets
ID*
Title*
The Gnumeric Manual
Author(s)*
Resource Location*
http://www.gnome.org/projects/gnumeric/doc/gnumeric.shtml
Main Category /
Office tools / Spreadsheets
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
License*
GFDL
Language(s)*
Englis
Format(s)*
HTML
Content Keywords*
Data, external data, cells, complex cells, graphing, printing, sheets
Educational Level*
Seconadary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a spreadsheets is and its main features.
Brief Description*
Gnumeric Manual
Quality Assessment*
Easy to follow
SELF Integration*
Easy
ID*
Title*
Gnumeric functions
Author(s)*
-
Resource Location*
http://www.gnome.org/projects/gnumeric/functions.shtml
Main Category /
Other Suitable
ID*
Categories /
Subcategories
Type (Learning
Object)*
Reference book
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Gnumeric functions
Educational Level*
Seconadary
Expertise Level*
Advanced
Previous knowledge*
Brief Description*
Gnumeric functions description
Quality Assessment*
OK
SELF Integration*
Just a link
ID*
Title*
The KSpread Handbook
Author(s)*
Pamela Roberts, Anne-Marie Mahfouf, and Gary Cramblitt
Resource Location*
http://docs.kde.org/stable/en/koffice/kspread/kspread.pdf
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
PDF, HTML
Content Keywords*
Formulae, external data, linking cells,
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Brief Description*
KSpread official handbook
Quality Assessment*
Easy to understand
SELF Integration*
Link
4.4 Presentation applications
ID*
Title*
Quickstart Guide for Impress:
Author(s)*
Linda Worthington, Jean Hollis Weber, Tim Kampa
Resource Location*
http://documentation.openoffice.org/manuals/oooauthors2/0501IGQuickstartGuideForImpress.pdf
Main Category /
Office tools / Presentation applicatons
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Manual
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Formatting a presentation, slides
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a presentation tool is and its main features.
Brief Description*
Short introduction to OOo Impress (Almost the same info can be found
in the OOo User Guide)
Quality Assessment*
Short but useful
SELF Integration*
Link
ID*
Title*
The KPresenter Handbook
Author(s)*
Neil Lucock, Krishna Tateneni, Anne-Marie Mahfouf, and Gary
Cramblitt
Resource Location*
http://docs.kde.org/stable/en/koffice/kpresenter/kpresenter.pdf
Main Category /
Office tools / Presentation applications
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
ID*
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
Formatting a presentation, slides
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a presentation tool is and its main features.
Brief Description*
KPresenter official handbook
Quality Assessment*
Ok
SELF Integration*
Link
4.5 Database systems
ID*
Title*
The Kexi Handbook
Author(s)*
Martin A. Ellis, Jaroslaw Staniek
Resource Location*
http://docs.kde.org/development/en/koffice/kexi/
Main Category /
Office tools / Database systems
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Database tables design, forms, queries, reports.
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a relational database system is and its main
features.
Brief Description*
Description of Kexi features following the KDE short documentation
style
Quality Assessment*
OK
SELF Integration*
Link
4.6 Graphics suites
ID*
Title*
OpenOffice.org2.x Draw Guide
Author(s)*
Several
Resource Location*
http://documentation.openoffice.org/manuals/oooauthors2/0400DGDrawGuide.pdf
Main Category /
Office tools / Graphics suites
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Shapes, object edition, 3D objects, Bitmaps, multiobjects.
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Not required.
Brief Description*
A complete description of this OOo application. A must read document
if one what to take advantage of the applications features.
Quality Assessment*
Reference documentation.
SELF Integration*
4.7 Diagram tools
ID*
Title*
The KChart Handbook
Author(s)*
Jonathan Drews, Raphael Langerhorst
Resource Location*
http://docs.kde.org/development/en/koffice/kchart/
Main Category /
Office tools / Diagram tools
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
ID*
Format(s)*
HTML
Content Keywords*
Chart type, KChart in KSpread
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a diagram tool is and its main features.
Brief Description*
Description of KChart features following the KDE short documentation
style
Quality Assessment*
OK
SELF Integration*
Link
4.8 Formulas
ID*
Title*
The KFormula Handbook
Author(s)*
Jonathan Drews, Anne-Marie Mahfouf, Alfredo Beaumont Sainz
Resource Location*
http://docs.kde.org/development/en/koffice/kformula/
Main Category /
Office tools / Formulas
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Formulae editing, definite integrals, positioning indices
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a formula editing tool is and its main
features.
Brief Description*
Description of KFormula features following the KDE short
documentation style
Quality Assessment*
OK
SELF Integration*
Link
4.9 Flowcharts
4.10 Reports
ID*
Title*
The Kugar Handbook
Author(s)*
Alexander Dymo, Phil Thompson
Resource Location*
http://docs.kde.org/development/en/koffice/kugar/
Main Category /
Office tools / Reports
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Report template, report data file, report generation
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a report generating tool is and its main
features.
Brief Description*
Description of KFormula features following the KDE short
documentation style
Quality Assessment*
OK
SELF Integration*
Link
4.11 Others
ID*
Title*
The Not So Short Introduction To LaTeX2e
Author(s)*
Tobias Oetiker, Hubert Partl, Irene Hyna and Elisabeth Schlegl
Resource Location*
http://www.ctan.org/tex-archive/info/lshort/english/lshort.pdf
Main Category /
Office tools / LaTeX (Others)
Other Suitable
Categories /
Subcategories
Office tools / Formulas
Type (Learning
Object)*
Guide
License*
GPL
Language(s)*
English
ID*
Format(s)*
PDDF
Content Keywords*
Basic documents structure, typesetting, typeset formulae, indexes,
bibliography, graphics
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about what a word processor tool is and its main
features.
Brief Description*
A good and short introduction to LaTeX. Some introductory lessons can
be required before reading it. It can also be a good reference material.
Quality Assessment*
Good. There is also many other sources of information.
SELF Integration*
Link
5.1 Suites
•
Mozilla (Navigator, Mail & Newsgroups, Composer, ChatZilla)
ID*
Title*
A Guide to Mozilla 1.0
Author(s)*
Unknow
Resource Location*
http://www.mozilla.org/start/1.0/guide/
Main Category /
Communication tools / Suites
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User Guide
License*
Unknow
Language(s)*
English
Format(s)*
HMTL
Content Keywords*
Mozilla application suite, Mozilla toolkit, Mozilla appearance,
troubleshooting
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a communication suite tool is and its main
features.
Brief Description*
Short description of Mozilla applications features, but enough
information to use them.
Quality Assessment*
OK
SELF Integration*
Link
ID*
Title*
Mozilla 1.0 Frequently Asked Questions
Author(s)*
Unknow
Resource Location*
http://www.mozilla.org/start/1.0/faq/index.html
Main Category /
Communication tools / Suites
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
Unknow
Language(s)*
English
Format(s)*
HTML
Content Keywords*
General, browser, mail/news, composer, address book, user profiles,
Mozilla's appearance, troubleshooting
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a communication suite tool is and its main
features.
Brief Description*
Mozilla's official FAQ
Quality Assessment*
OK.
SELF Integration*
Link
5.2 Web clients
•
Mozilla FireFox, Epiphany, Konqueror, Galeon, Flock, Lynx
ID*
Title*
An introduction to Mozilla Firefox
Author(s)*
Unknown
Resource Location*
http://opensourcearticles.com/introduction_to_firefox
Main Category /
Communication tools / Web clients
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Tutorial
License*
Pending
ID*
Language(s)*
English, French, Norwegian, Dutch, Japanese, Persian, EU Portuguese,
Hungarian
Format(s)*
HTML
Content Keywords*
Installation, configuration, tabs, shortcuts, popups, bookmarks.
Educational Level*
Primary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a web client is and its main features.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
5.3 Mail user agents (MUA or E-mail Clients)
•
Mozilla ThunderBird, Kmail, Mutt, Gnus (Emacs plugin)
ID*
Title*
Introduction to Mozilla Thunderbird
Author(s)*
Unknown
Resource Location*
http://opensourcearticles.com/articles/introduction_to_thunderbird
Main Category /
Communication tools / Mail user agents
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Tutorial
License*
Pending
Language(s)*
English, french, norwegian, german, dutch, spanish, italian, japanese,
simplified chinese.
Format(s)*
HTML
Content Keywords*
Installation, configuration, account setup, signature, attachments,
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about what a mail client is and its main features.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
ID*
Title*
http://docs.kde.org/development/en/kdepim/kmail/
Author(s)*
Daniel Naber, David Rugge
Resource Location*
http://docs.kde.org/development/en/kdepim/kmail/
Main Category /
Communication tools / Mail user agents
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Installation, configuration, account setup, signature, attachments,
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about what a mail client is and its main features.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
•
ChatZilla, gaim, Xchat, BitchX, ScrollZ
ID*
Title*
Introduction to Gaim
Author(s)*
Pending
Resource Location*
http://opensourcearticles.com/articles/introduction_to_gaim
Main Category /
Communication tools / Instant messengers
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Manual
License*
Pending
Language(s)*
English
Format(s)*
HTML
Content Keywords*
MSN, ICQ, IRC, Yahoo
ID*
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about what a instant messengers client is and its main
features.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
•
lftp, scp, wget
5.6 Others
6 GNU/Linux
ID*
Title*
Author(s)*
Several
Resource Location*
http://en.wikipedia.org/wiki/Linux_distribution
http://en.wikipedia.org/wiki/Comparison_of_Linux_distributions
http://en.wikipedia.org/wiki/List_of_Linux_distributions
Main Category /
GNU/Linux / Distributions and metadistributions
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Article
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Linux distributions
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Not required
Brief Description*
Wikipedia articles about Linux distributions
Quality Assessment*
Good
SELF Integration*
Link
6.2 Technical concepts (subcategories are needed!!!!)
6.2.1 tFilesystem hierarchy standard
6.2.2 Standardisation
ID*
Title*
The Linux Cookbook: Tips and Techniques for Everyday Use
Author(s)*
Resource Location*
http://dsl.org/cookbook/cookbook_toc.html
Main Category /
GNU/Linux / User environment
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Cookbook
License*
GFDL
Language(s)*
English
Format(s)*
HMTL
Content Keywords*
Pending
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Basic knowledge about Unix and computing in general.
Brief Description*
Pending
Quality Assessment*
Good
SELF Integration*
Lnik
ID*
Title*
Introduction to Linux A Hands on Guide
Author(s)*
Machtelt Garrels
Resource Location*
http://tille.xalasys.com/training/tldp/
Main Category /
GNU/Linux / User environment
Other Suitable
Categories /
Subcategories
GNU/Linux / Unix command line programmes
Type (Learning
Object)*
Textbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
ID*
Content Keywords*
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about what Unix is and its featrues.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
6.4 Unix command line Programmes
ID*
Title*
GNU/Linux Command-Line Tools Summary
Author(s)*
Gareth Anderson
Resource Location*
http://www.tldp.org/LDP/GNU-Linux-Tools-Summary/html/index.html
Main Category /
GNU/Linux / Unix command line programmes
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about what Unix is and its featrues.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Link
ID*
Title*
Bash Guide for Beginners
Author(s)*
Machtelt Garrels
ID*
Resource Location*
http://tille.xalasys.com/training/bash/
Main Category /
GNU Linux / Shells and shell programming
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Bash, expressions, functions, built-in functions, commands,
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic UNIX knowledge.
Brief Description*
A good introduction to bash shell scripting.
Quality Assessment*
Very good.
SELF Integration*
Link.
ID*
Title*
Advanced Bash-Scripting Guide
Author(s)*
Mendel Cooper
Resource Location*
http://tldp.org/LDP/abs/html/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
General knowledge about UNIX-like systems and shell scripting basics
ID*
Brief Description*
A masterpiece of the bash shell scripting art. Not meant for beginners.
Quality Assessment*
Masterpiece.
SELF Integration*
Link
ID*
Title*
Bash Guide for Beginners
Author(s)*
Machtelt Garrels
Resource Location*
http://www.tldp.org/LDP/Bash-Beginners-Guide/html/index.html
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
Basic UNIX knowledge.
Brief Description*
A good introduction to bash shell scripting.
Quality Assessment*
Very good.
SELF Integration*
Link.
ID*
Title*
Bourne Shell Scripting
Author(s)*
Wikibooks
Resource Location*
http://en.wikibooks.org/wiki/Bourne_Shell_Scripting
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Wikibook
ID*
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
Basic Unix background.
Brief Description*
Short introduction to the bash shell scripting.
Quality Assessment*
Good
SELF Integration*
Link
•
Perl, PHP, Python
6.7 Administration
ID*
Title*
Securing and Optimizing Linux
Author(s)*
Gerhard Mourani
Resource Location*
http://www.andamooka.org/index.pl?section=secopt
Main Category /
GNU/Linux / Administration
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
Language(s)*
Format(s)*
Content Keywords*
Educational Level*
Expertise Level*
Previous knowledge*
Brief Description*
Quality Assessment*
SELF Integration*
ID*
Title*
Linux Documentation Project
Author(s)*
Olaf Kirch,Terry Dawson
Resource Location*
http://www.oreilly.com/catalog/linag2/book/ch00.html
Main Category /
GNU/Linux / Administration
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
Linux Documentation Project licence
Language(s)*
English
Format(s)*
PDF
Content Keywords*
Educational Level*
Expertise Level*
Previous knowledge*
Brief Description*
Quality Assessment*
SELF Integration*
6.7.1.1 Package management
•
alien, apt, debconf, dpkg, darkconf, emerge, pacman, portage,
rpm, Synaptic, rpm, YaST, yum
6.7.2 Networking
ID*
Title*
Network Administration
Author(s)*
Hamish Whittal
Resource Location*
http://learnlinux.tsf.org.za/courses/build/net-admin/index.html
Main Category /
GNU/Linux / Administration / Networking
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
CC by attribution share alike
ID*
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
Networking, TCP/IP
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
Feel comfortable using Unix-like systems.
Brief Description*
Quality Assessment*
Very good
SELF Integration*
Link
6.7.3 Services
6.7.3.1 Printing
ID*
Title*
CUPS documentation centre
Author(s)*
Several
Resource Location*
http://www.cups.org/documentation.php
Main Category /
GNU/Linux / Services / Printing
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Pending
License*
Pending
Language(s)*
Pending
Format(s)*
Pending
Content Keywords*
Pending
Educational Level*
Pending
Expertise Level*
Pending
Previous knowledge*
Pending
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Pending
•
sshd
6.7.3.3 Web servers
Apache
6.7.3.4 Mail transfer agents (MTAs or E-mail servers)
•
Exim, Postfix, Qmail, Sendmail, and many others
6.7.3.5 Mail delivery agents (MDA or E-mail filters)
•
Procmail, maildrop, SpamAssasin, Bogofilter, and many others
6.7.3.6 File transfer servers
•
ftpd
•
ID*
Title*
Open Source Development with CVS
Author(s)*
Karl Fogel, Moshe Bar
Resource Location*
http://cvsbook.red-bean.com/
Main Category /
GNU/Linux / Version control
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Textbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
Pending
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
General Unix concepts.
Brief Description*
Pending
Quality Assessment*
Pending
SELF Integration*
Pending
6.7.3.8 Database systems
•
PostgreSQL, MySQL, and others
6.7.3.9 Others
6.8.1 Xservers
•
Xorg, Xserver
6.8.2 Xlib
•
Xlib
•
twm, Window Maker, Enlightenment, IceWM, Metacity, Blackbox,
Waimea, and many many others
xdm, gdm, kdm, wdm
•
xsm, gnome-session, ksmserver
•
ID*
Title*
Desktop User Guide
Author(s)*
Sun GNOME Documentation Team, Shaun McCance, Karderio,
Joachim Noreiko, Daniel Espinosa Ortiz, Brent Smith, Tim Littlemore,
John Stowers, Nigel Tao
Resource Location*
http://www.gnome.org/learn/users-guide/latest/
Main Category /
GNU/Linux / Graphical system / Desktop managers
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
Desktop, desktop session, panels, Nautilus,
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about comuting.
Brief Description*
The official user guide
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
GNOME 2.14 Desktop System Administration Guide
Author(s)*
Brent Smith, Sun GNOME Documentation Team
Resource Location*
http://www.gnome.org/learn/admin-guide/latest/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Administration guide
ID*
License*
GFDL
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
GConf, customizing menus, themes, fonts configuration, MIME, sesion
management
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Feel comfortable using Gnome as standard user.
Brief Description*
The official administration guide
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
An Introduction to KDE
Author(s)*
The KDE Team
Resource Location*
http://docs.kde.org/development/en/kdebase/quickstart/index.html
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Panel, Kicker, context menus, task bars, virtual desktops, Konqueror,
desktop configuration
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Basic knowledge about computing.
Brief Description*
The official introduction guide
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
The KDE User Guide
ID*
Author(s)*
The KDE Documentation Team
Resource Location*
http://docs.kde.org/development/en/kdebase/userguide/index.html
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
User guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Panel, desktop, Kicker, KDE control centre, networking, Internet, office,
administrators,
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Brief Description*
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
KDE Frequently Asked Questions
Author(s)*
The KDE Team
Resource Location*
http://docs.kde.org/development/en/kdebase/faq/index.html
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Getting KDE, installation, panel, desktop, file manager, konqueror,
KDE applications, troubleshooting, asking questions
Educational Level*
Secondary
ID*
Expertise Level*
Initiation
Previous knowledge*
Brief Description*
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
KDE for System Administrators
Author(s)*
The KDE Team
Resource Location*
http://www.kde.org/areas/sysadmin/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Administration guide
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
File System Hierarchy, configuration files, login manager, startup,
environment variables, Kiosk, desktop sharing
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
Feel comfortable using KDE as standard user.
Brief Description*
The official administration guide
Quality Assessment*
Very good
SELF Integration*
Link
6.8.7 Toolkits
•
GTK+, Qt, GNUstep, LessTiff, WINGs
6.8.8 Others
6.9.1 Text editors
ID*
Title*
GNU Emacs Manual
Author(s)*
Richard Stallman
ID*
Resource Location*
http://www.gnu.org/software/emacs/manual/emacs.html
Main Category /
GNU/Linux / Specific applications / Text editors
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Manual
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Pending
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
What a text editor is.
Brief Description*
The Emacs official manual
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
GNU Emacs FAQ
Author(s)*
Unkown
Resource Location*
http://www.gnu.org/software/emacs/emacs.html#HelpFAQ
Main Category /
GNU/Linux / Specific applications / Text editors
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Pending
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
What a text editor is.
ID*
Brief Description*
The Emacs official FAQ
Quality Assessment*
Very good
SELF Integration*
Link
•
GNU Compiler Collection (gcc), GNU Debugger (gdb), GNU
Binary Utilities (binutils), and many others
6.9.3.1 Graphics
•
ImageMagick
6.9.3.2 Documents
•
X2Y (like ps2pdf)
6.9.4 CD/DVD Toasters
•
GnomeBaker, K3b, cdrkit
6.9.5 File managers
•
Nautilus, GNOME Commander, Konqueror, Krusader, Gentoo file
manager, Midnight Commander
6.9.6 Boot loaders
•
GRUB, lilo, yaboot, and others
•
Xen, qemu, and others
6.9.8 Others
6.10 Others
ID*
Title*
The NetBSD Guide
Author(s)*
Federico Lupi and others
Resource Location*
http://www.netbsd.org/guide/en/
Main Category /
Other operating systems / BSD-like operating systems
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Guide
License*
Copyrighted?
Language(s)*
English
Format(s)*
HTML
Content Keywords*
BSD, mach
Educational Level*
Degree
ID*
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
NetBSD official guide
Quality Assessment*
Authoritive
SELF Integration*
Link
7.1 BSD-like operating systems
ID*
Title*
A Neutral Look at Operating Systems
Author(s)*
Wikibooks
Resource Location*
http://en.wikibooks.org/wiki/A_Neutral_Look_at_Operating_Systems
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Wikibook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Operating systems
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what an OS is.
Brief Description*
And exhaust list of the operating systems available
Quality Assessment*
Good.
SELF Integration*
Link
ID*
Title*
OpenBSD FAQ
Author(s)*
Unknown
Resource Location*
http://www.openbsd.org/faq/index.html
Main Category /
ID*
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
Unknown
Language(s)*
English
Format(s)*
HTML
Content Keywords*
BSD, mach
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
OpenBSD official FAQ
Quality Assessment*
Authoritive
SELF Integration*
Link
ID*
Title*
FreeBSD Handbook
Author(s)*
The FreeBSD Documentation Project
Resource Location*
http://www.freebsd.org/doc/en_US.ISO8859-1/books/handbook/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
Copyrighted?
Language(s)*
English
Format(s)*
HTML
Content Keywords*
BSD, mach
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
FreeBSD official Handbook
Quality Assessment*
Authoritive
SELF Integration*
Link
7.2 Hurd
7.3 Others
•
Edubuntu, EduLinux, Freeduc-cd
•
Squeak
•
Tuxtype, gcompri
•
GNU octave, Maxima, units, GNU PSPP
ID*
Title*
GNU Octave Manual
Author(s)*
John Eton
Resource Location*
http://www.gnu.org/software/octave/doc/interpreter/
Main Category /
Educational software / Educational applicatons
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Manual
License*
Copyright (C) 1996, 1997 John W. Eaton. Permission is granted to
make and distribute verbatim copies.
Language(s)*
English
Format(s)*
HTML
Content Keywords*
GNU Octave, command line, executable programs, data types, data
structures, expressions, statements, functions
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
Not necessary.
Brief Description*
The GNU Octave authoritative manual. Technical info.
Quality Assessment*
The GNU Octave authoritative manual.
SELF Integration*
Pending
8.4.2.1 Mathematics
•
Euler, Xaos, FreeMat
8.4.2.2 Physics
•
Celestia, Kstars, Stellarium
8.4.2.3 Chemistry
Ghemical, E-Cell System, EasyChem, Gperiodic,
8.4.2.4 Biology
8.4.2.5 Computer-Aided Design (CAD)
•
ID*
Title*
QCad User Reference Manual
Author(s)*
Unkown, licensed by Andrew Mustun
Resource Location*
http://www.ribbonsoft.com/qcad/manual_reference/
Main Category /
Educational software / Specific applications / Computer-Aided Design
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Reference manual
License*
GFDL
Language(s)*
English
Format(s)*
HTML, PDF
Content Keywords*
CAD for uninitiateds, entities, layers, blocks
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
What a CAD tool is and what it is for.
Brief Description*
Reference manual. Very pedagogic.
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
QCad FAQ
Author(s)*
Unkown
Resource Location*
http://www.ribbonsoft.com/qcad_doc_faq.html
Main Category /
Educational software / Specific applications / Computer-Aided Design
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
FAQ
License*
Unkown
Language(s)*
English
ID*
Format(s)*
HTML
Content Keywords*
DWG, ordering, platform
Educational Level*
Secondary
Expertise Level*
Advanced
Previous knowledge*
What a CAD tool is and what it is for.
Brief Description*
Official FAQ
Quality Assessment*
Very good
SELF Integration*
Link
8.4.2.6 Others
8.4.3 Others
8.5 Others
ID*
Title*
The KPlato Handbook
Author(s)*
Raphael Langerhorst, Anne-Marie Mahfouf
Resource Location*
http://docs.kde.org/development/en/koffice/kplato/index.html
Main Category /
Enterprise software / Project management
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Handbook
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Gantt charts, Work Breakdown Structure (WBS), floats, tasks, resources,
calendars, milestones, critical paths, scheduling
Educational Level*
Degree
Expertise Level*
Initiation
Previous knowledge*
Theoretical knowledge about what a project management tool is and its
main features.
Brief Description*
Kplato official handbook
Quality Assessment*
Good enough
SELF Integration*
Link
9.3 Collaborative software (Groupware)
•
eGroupWare, Zimbra, Citadel, Exchange4Linux, Scalix, and many
others
•
Adempiere, Compiere, GNU Enterprise (planner subproject),
openbravo, Fisterra, Apache OFBiz
9.5 Content Management System (CMSs)
•
Epiware, Drupal, Mambo, MediaWiki, OpenCms, and many others
9.6 Costumer Relationship Management (CRM)
9.8 Others
10.1 Audio
ID*
Title*
Audacity Reference
Author(s)*
Anthony Oetzmann, Dominic Mazzoni
Resource Location*
http://audacity.sourceforge.net/manual-1.2
Main Category /
Multimedia software / Audio
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Reference manual
License*
GPL (confirmation pending)
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Audacity, audio edition, digital audio
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
None
Brief Description*
User's manual useful both for beginners and advanced users
Quality Assessment*
Very good
SELF Integration*
Pending
ID*
Title*
Snd manual
Author(s)*
Bill Schottstaedt ([email protected])
ID*
Resource Location*
http://ccrma.stanford.edu/software/snd/snd/snd.html
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Reference manual
License*
GPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Snd, audio edition, digital audio
Educational Level*
Degree
Expertise Level*
Advanced
Previous knowledge*
Digital audio editing basics, text console
Brief Description*
Very complete manual for advanced users
Quality Assessment*
Good
SELF Integration*
Pending
ID*
Title*
Ardour Manual
Author(s)*
Unknown
Resource Location*
http://www.ardour.org/manual
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Reference manual
License*
Unknown
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Ardour, audio edition, digital audio
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Digital audio editing basics
ID*
Brief Description*
Partially incomplete user's manual for intermediate users
Quality Assessment*
Incomplete
SELF Integration*
Pending
ID*
Title*
CLAM release 0.7.0 user and development documentation
Author(s)*
Unknown
Resource Location*
http://clam.iua.upf.edu/doc/ReleaseDocumentation-html/
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Object)*
Reference manual
License*
GFDL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
CLAM, audio application development, multiplatform
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
O.O. C++ programming, audio processing, DSP basics
Brief Description*
Documentation for users and developers with many practical examples.
Quality Assessment*
Very good
SELF Integration*
Pending
ID*
Title*
CLAM Application tutorials
Author(s)*
Unknown
Resource Location*
http://clam.iua.upf.edu/doc
Main Category /
Other Suitable
Categories /
Subcategories
-
Type (Learning
Tutorial
ID*
Object)*
License*
Unknown
Language(s)*
English
Format(s)*
HTML
Content Keywords*
CLAM, audio application development, Music Annotator, Network
Editor + Prototyper, SMSTools
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Audio processing, DSP basics
Brief Description*
Short tutorials on the CLAM applications: Music Annotator, Network
Editor + Prototyper and SMSTools
Quality Assessment*
Very good
SELF Integration*
Pending
ID*
Title*
AGNULA tutorials
Author(s)*
Dave Phillips
Resource Location*
http://www.agnula.org/documentation/dp_tutorials
Main Category /
Other Suitable
Categories /
Subcategories
GNU/Linux / Distributions and metadistributions
Type (Learning
Object)*
Tutorial
License*
Unknown
Language(s)*
English
Format(s)*
HTML
Content Keywords*
AGNULA, Demudi, Rehmudi, audio processing
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Audio processing, DSP basics
Brief Description*
Collection of tutorials on the AGNULA applications, progressing from
the basics to more advanced topics. Includes exercises on each tutorial.
Quality Assessment*
Very good
SELF Integration*
Pending
10.2 Video
ID*
Title*
Secrets of Cinelerra
Author(s)*
Unknown
Resource Location*
http://www.heroinewarrior.com/cinelerra/cinelerra.html
Main Category /
Multimedia software / Video
Other Suitable
Categories /
Subcategories
Multimedia software / media authoring
Type (Learning
Object)*
Reference manual
License*
Unknown
Language(s)*
English
Format(s)*
HTML, Texinfo
Content Keywords*
Cinelerra, video edition
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
Digital video editing basics, multimedia in Unix-like operating systems
Brief Description*
Very complete manual of Cinelerra (heroinewarrior.com version)
Quality Assessment*
Good
SELF Integration*
Pending
10.3 Animation
ID*
Title*
Blender y Yafray. Diseño Gráfico 3D con Software Libre
Author(s)*
Carlos González Morcillo
Resource Location*
http://mtraker.gmbros.net/archivos/24hBlenderYafray.pdf
Main Category /
Multimedia software / Animation
Other Suitable
Categories /
Subcategories
Multimedia software / 3D Graphics
Type (Learning
Object)*
Textbook
License*
CC-nd-nc-by
Language(s)*
Spanish
ID*
Format(s)*
PDF
Content Keywords*
Blender 3D, Yafray, 3D animation
Educational Level*
Degree
Expertise Level*
Intermediate
Previous knowledge*
3D animation basics, some complementary materials required
Brief Description*
Blender & Yafray. 3D Graphic Design with Free Software. Textbook
used in the Animation for communication class of the Castilla-La
Mancha Technical University
Quality Assessment*
Good
SELF Integration*
Pending
ID*
Title*
Blender 3D: Noob to Pro
Author(s)*
Several (see
http://en.wikibooks.org/wiki/Blender_3D:_Noob_to_Pro#Authors)
Resource Location*
http://en.wikibooks.org/wiki/Blender_3D:_Noob_to_Pro
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
GFDL
Language(s)*
English (several translations in progress)
Format(s)*
HTML, PDF
Content Keywords*
Blender 3D, 3D animation
Educational Level*
Secondary
Expertise Level*
Initiation
Previous knowledge*
Brief Description*
A very complete collection of tutorials on Blender, progressing from
initiation to intermediate level
Quality Assessment*
Good
SELF Integration*
Pending
ID*
Title*
Blender User's Manual
ID*
Author(s)*
Unknown
Resource Location*
http://mediawiki.blender.org/index.php/Manual
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
User's Guide
License*
Open Content License
Language(s)*
Format(s)*
HTML
Content Keywords*
Blender 3D, 3D animation
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Collectively developed user's guide
Quality Assessment*
Good
SELF Integration*
Pending
10.4 2D Graphics
ID*
Title*
The Gimp Documentation
Author(s)*
Several (see http://docs.gimp.org/en/pr01.html#gimp-team)
Resource Location*
http://docs.gimp.org/download.html
Main Category /
Other Suitable
Categories /
Subcategories
Office tools / Graphic suites
Type (Learning
Object)*
User Manual
License*
GFDL
Language(s)*
Format(s)*
HTML, PDF
Content Keywords*
Gimp, image manipulation
ID*
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Full documentation of Gimp
Quality Assessment*
Very good
SELF Integration*
Pending
ID*
Title*
Grokking the GIMP
Author(s)*
Carey Bunks
Resource Location*
http://gimp-savvy.com/BOOK/, ISBN 0-7357-0924-6
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Textbook
License*
OPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Gimp, image manipulation
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
A very thorough textbook on Gimp, useful for initiation and
intermediate levels
Quality Assessment*
Very good
SELF Integration*
Pending
ID*
Title*
Inkscape basic tutorial
Author(s)*
Inkscape documentation team
Resource Location*
http://www.inkscape.org/doc/basic/tutorial-basic.html
Main Category /
ID*
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
Pending
Language(s)*
English, German, French, Spanish
Format(s)*
HTML
Content Keywords*
Inkscape, creating shapes, moving, scaling, rotating, grouping, Z-order
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Basic knowledge about what a graphic suite is and its capabilities
Brief Description*
A short tutorial on Inkscape, useful for initiation and intermediate
levels.
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
Inkscape advanced tutorial
Author(s)*
Resource Location*
http://www.inkscape.org/doc/advanced/tutorial-advanced.html
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
Pending
Language(s)*
English, German, French, Spanish
Format(s)*
HTML
Content Keywords*
Inkscape, pasting techniques, drawing freehand, paths and subpaths,
boolean operators, simplification filters, text art,
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Inkscap basic tutorial
Brief Description*
The natural continuation of the Inkscape basic tutorial. Useful for
initiation and intermediate levels. . Easy to read, following the Inkscape
documentation style.
ID*
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
Inkscape shapes tutorial
Author(s)*
http://www.inkscape.org/doc/shapes/tutorial-shapes.html
Resource Location*
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
OPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Inkscape, shapes, rectangles, elliptic rounded corners, ellipses,
polygons, spirals
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Inkscape basic tutorial + Inkscape advanced tutorial
Brief Description*
Specific tutorial about how to manage shapes with Inkscape. Easy to
read, following the Inkscape documentation style.
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
Inkscape calligraphy tutorial
Author(s)*
http://www.inkscape.org/doc/calligraphy/tutorial-calligraphy.html
Resource Location*
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Tutorial
ID*
Object)*
License*
OPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Inkscape, calligraphy, width and thinning, angle and fixation
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Specific tutorial about how to use Inkscape calligraphy features. Easy to
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
Inkscape elements of design tutorial
Author(s)*
Resource Location*
http://www.inkscape.org/doc/elements/tutorial-elements.html
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
OPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Inkscape, balance, emphasis, proportion, pattern, gradation
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Specific tutorial about how to manage tune Inkscape items. Easy to
Quality Assessment*
Very good
SELF Integration*
Link
ID*
Title*
Inkscape tips and trics tutorial
Author(s)*
Resource Location*
http://www.inkscape.org/doc/tips/tutorial-tips.html
Main Category /
Other Suitable
Categories /
Subcategories
Type (Learning
Object)*
Tutorial
License*
OPL
Language(s)*
English
Format(s)*
HTML
Content Keywords*
Inkscape, tile cones, slicing, non-linear gradients, hidden features and
the XML editor, pen tool tricks, Unicode values, transparency, gradients,
PostScript export
Educational Level*
Secondary
Expertise Level*
Intermediate
Previous knowledge*
Brief Description*
Specific tutorial about how to manage tune Inkscape items. Easy to
Quality Assessment*
Very good
SELF Integration*
Link
10.5 3D Graphics
10.7 Games
10.8 Others
11 Others

D1: Overview of Materials, Organisations and Gap Analysis

Transcription

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